A Study Of The Mathematical Problem Circumstances In Middle School In The Background Of Mathematical Culture

In Mathematics Curriculum Standard of Compulsory Education (The experimental edition), the newer thought of mathematics curriculum is expressed as students are not taught to master the basic knowledge, skills and methods of mathematics, but be on intimate terms with, understand and use mathematics. Students should be taught to learn to think things with mathematics, their rational spirit should be developed, their will of overcoming difficulties should be cultivated, and their confidence should be built, and so on. So thinking things with mathematics, solving problems, feelings and attitude are regarded as aims in the mathematics curriculum standard.How are the three aims finished by effective classroom teaching? So mathematics teachers are asked to create right problem circumstances for students'learning mathematics. Right problem circumstances are not only the good beginning for students to learn mathematic successfully but also the motive force for them to experience mathematical knowledge.What is the right problem circumstances? How can students be made to get rid of the view that mathematics is to work out mathematics problems and boring? How can students be made to experience the cultural price of mathematics? How can students'interest to learn mathematics be stimulated?In the thesis two parts are discussed with the clue of mathematical culture and the following problems are sudied:1.The definition of mathematical culture and mathematical problem circumstances.2.The necessity of the study is revealed through questionaire survey of middle school teachers and the analysis of conversation about it.3.The strategies for the problem circumstances in mathematical cultural background are discussed by experimental case teaching for one year according to the theories and basic principle of creating problem circumstances.4.The comparative analysis between the test before the experimental study and the one after the experimental study has been made.Conclusion1.The students'interest of learning mathematics has been stimulated effectively and they have been made to take part in mathematical learning activities actively.2.The value of mathematical culture has been penetrated into students'mind and they have been made to understand the mathematical essance.3.The students'mathematical views have been changed during their study.4.strategies to create mathematical problem circumstances in the background of mathematical culture have been obtained.